Education Guidelines Research Articles

Open-ended laboratory: comprehensive course evaluation framework for structural engineering laboratory

Comprehensive course evaluation is important to provide better performance of teaching and learning assessment. In higher learning education for engineering laboratory subjects, the requirement of evaluation provides complicated criteria where it needs to fulfill Outcome-based Education, Openended Laboratory and Complex Engineering Problems. Previously, the laboratory course was conducted through fully guided assignments by using too many separate evaluation guidelines and rubrics; thus, it became difficult to keep track each assessment tool and openness level which led to complication and confusion to the students. A misunderstanding process on the mapping of the criteria always occurs which contributes to the misleading of domain evaluation for each course. Therefore, this study was developed to design a comprehensive course evaluation framework for open-ended laboratory subjects by using educational and accreditation guidelines. EAC, UHEK and OEL guidelines were referred to as a comprehensive reference in developing the teaching and learning mechanism for each course developed in UiTM. Six main stages from the gathering of course information to the development of comprehensive rubrics should be carefully defined to ensure holistic framework is provided in this study. It was found that the framework provides clear mapping of the three main criteria developed as guidelines for the evaluation process in engineering laboratory subject. Besides that, it gives an objective evaluation criterion that meets the difficulty level of the subject with respect to OBE, OEL and CEP. The framework is able to be implemented in all subjects either engineering or non-engineering by mapping each evaluation criteria based on the nature of the subjects.

Effect of Educational Guidelines on Nurses' Performance for patients with Chronic Pancreatitis

Effect of Educational Guidelines on Nurses' Performance for patients with Chronic Pancreatitis

Examining ELT-knowledge-based learning outcomes within the national curriculum guidelines of Indonesian Islamic tertiary education

The study aims to critically analyse the clarity, observability, and measurability of ELT knowledge-based learning outcomes (LOs) as outlined in the current national curriculum guidelines for Indonesian Islamic higher education institutions. The researchers employed document analysis to assess 22 items of the LOs within the guidelines published in 2018 by the Ministry of Religious Affairs (MoRA) through the Directorate of Indonesian Islamic Higher Education. Then, the researchers applied the Bloom’s revised taxonomy as the theoretical framework, converting LOs’ illustrative verbs to Bloom’s illustrative verbs to examine the quality of LOs to determine whether the LOs promote higher- or lower-order thinking skills. This study shows that a significant majority (95.45%) of the analysed LOs in the current national guidelines suffer from poor design (unclear, unobservable, and unmeasurable) due to the absence of Bloom’s cognitive illustrative verbs. Collectively, these findings have important implications for educators and policymakers to pay more attention to the quality of their designed LOs. It suggests an urgent need for the Directorate of Indonesian Islamic Higher Education to revise its LOs because they risk affecting the quality, relevance, and effectiveness of their education in generating graduates who have global competitiveness. Poorly designed LOs promote only lower-order skills, which paralyse graduates’ global competitiveness because they do not possess the knowledge required in the international arena. It is hoped that this study will serve as an inspiration to other countries and educational authorities facing similar challenges, encouraging them to be more meticulous in crafting well-designed LOs.

Integración de las TICs en el aula: Un análisis de su impacto en el rendimiento académico

The incorporation of Information and Communication Technologies (ICTs) in education has revolutionized teaching and learning. This article analyzes the impact of ICTs on academic performance, highlighting their benefits, such as improved comprehension and retention of content, development of cognitive and metacognitive skills, and positive influence on grades. However, it is stressed that the mere presence of technology does not guarantee optimal results. Factors such as teacher training, quality of educational software, connectivity and attitudes towards ICTs are determinants in their success. Educational policies and institutional guidelines also play a crucial role in promoting these tools. As the world becomes digitized, it is essential that institutions and educators adapt to maximize the benefits of ICT, preparing students for the challenges of the future with relevant skills. In conclusion, the effective integration of ICTs in the classroom is an investment in the educational future and in the integral development of students.

Interactions between pupils and educators in care and educational institutions

The aim of this article is to present the types of interactions between pupils and educators of care and educational institutions. It also contains characteristics of behaviours and selected determinants accompanying these interactions. The research sought answers to the following question: What types of interactions occur between pupils and educators of care and educational institutions, and what factors determine these interactions? The presented problem was solved, and the goal was achieved by means of the sociometric method, the targeted interview and the survey questionnaire. The group of respondents were pupils and educators (fourteen from each group) of two care and educational institutions in Warsaw. Using available tools, the respondents determined both positive and negative characteristics of pupils and educators. Thanks to the conducted research, it was possible to expand knowledge about the interactions that occur between pupils and educators, specify the factors determining these interactions and introduce into educational practice guidelines conducive to the effectiveness of work between pupils and educators.

Social Justice Education as an Intercultural Experience for Foreign Students in the United States

Many language learners struggle with unequal access and lack of opportunities for active participation in meaningful discussions in and outside of the classroom. In this study, 15 international college students engaged in critical media literacy discussion over a myriad of social justice topics through the lens of intercultural understanding and acceptance. Participants analyzed the content and recorded video reflection on an online video discussion platform, Flipgrid as they answer the five critical media literacy questions. These critical questions foster discussions of intercultural interpretation online and in class discussions as students expressed their perceptions of social justice issues. This project drew on the theory of intercultural communicative competence (Byram, 1997) integrating social justice into language curriculum in two ways: by exposing students to important issues, and by helping students claim their voice in the discussion. Results of students’ video reflections and face-to-face discussions show the trajectory and growth of students’ progress in intercultural awareness. The findings offer guidelines for language educators to incorporate issues of social justice by using engaging platforms and media literacy practices.

Using Simulations and Screencasts in Online Preclass Activities to Support Student Building of Mental Models

As online learning and flipped classes become more important in chemistry instruction, the development of learning materials that can be used to support students’ independent learning of conceptual chemistry content is critical. This paper summarizes the key findings from an eight-year investigation of effective practices for using simulations in preclass introductions to core chemistry concepts with a focus on supporting students’ development of particulate-level models. Student learning gains for six core chemistry concepts were compared for students’ independent use of a simulation using scaffolded instructions versus students’ viewing a screencast of instructors modeling the use of the simulation to answer a series of questions. Though both approaches resulted in student learning gains and provided a solid foundation for subsequent instruction, the screencast approach provided additional benefits. These included avoiding potential simulation limitations and the ability to add instructional content to support student learning. Additionally, studying many iterations of assignments for several different topics yielded an assignment design framework that provides guidelines for instructors looking to create or use simulation-based preclass activities in the classroom to support student learning.

TEACHING-LEARNING CHALLENGES IN THE PANDEMIC IN THE EARLY YEARS OF ELEMENTARY SCHOOL

The objective of this article was to analyze through the literature review the difficulties encountered during the pandemic in teaching and learning in the early years of elementary school. The research is a bibliographic review of a qualitative nature. It was carried out in the databases: Scientific Electronic Library Online (SCIELO) Capes and government portals. The criteria used for data collection were inclusion, periods or publications that approach: education as an essential right for children, the importance of the school community in the epidemiological crisis scenario and the teaching strategies used to overcome the crisis moment in Brazil. And the exclusion criteria: content not relevant to the theme, publications in a foreign language, incomplete or not referenced. It was found that there are many and varied challenges faced by students, the family, especially for teachers in emergency remote teaching. The strategies used by educators, despite the limitations, were imposed for the growth of students in the early years of elementary school. While the family also helped in this learning process, amid difficulties such as lack of resources to have access to technologies and lack of preparation in monitoring school activities, they made an effort to follow the teacher's guidelines in order to continue. the education of their children. Therefore, it was observed that teachers must be properly qualified to use digital communication technologies. Remote teaching during the pandemic brought together students, teachers and families through digital platforms, making it clear, the importance of this bond in the emotional, cultural and social development of the child as a critical and active being in society.

Education and Learning Guidelines for the Preservation and Protection of Qinghai Mongolian Folk Songs in China

This study aims to develop comprehensive education and learning guidelines aimed at preserving and protecting Qinghai Mongolian folk songs in China within the broader context of intangible cultural heritage. With a strong theoretical foundation emphasizing the role of education, interdisciplinary approaches, and community engagement, this study employs a multidisciplinary methodology. This includes an extensive literature review, expert consultations, fieldwork, and case studies to develop comprehensive education and learning guidelines for the safeguarding of Qinghai Mongolian folk songs. The historical evolution of Mongolian folk songs, legal frameworks, collaborative efforts, government-led initiatives, the role of social forces, published resources, and higher education institutions all feature prominently in the research results. These findings align with the theoretical principles outlined in the literature review, emphasizing the importance of education, interdisciplinary approaches, and community engagement in ICH preservation. The education and learning guidelines generated by this research serve as a valuable framework for the sustainable protection of Qinghai Mongolian folk songs and offer insights applicable to the preservation of intangible cultural heritage globally.

Social understanding of inattention

Inattention, one of the defining traits of Attention Deficit Hyperactivity-Impulsivity Disorder (ADHD), is occasionally perceived as less worrying than hyperactivity and impulsivity. However, those individuals who manifest it are often targets of negative misjudgements. This paper examines how the symptom of inattention is understood among three social groups with an active role in the ADHD diagnosis: the medical, the educational and the family communities. It pays particular attention to (1) similarities across the groups and (2) evaluations relating to the symptom. As datasets, for the medical community the study considers the section of the DSM-5 concerning ADHD; for the teaching community, educational guidelines; and for the family, forum threads retrieved from addforums.com. A qualitative linguistic analysis was performed for each dataset to examine the representation and evaluation of the behavioural trait. The analysis draws on Systemic Functional Grammar, including Appraisal. Inattention is consistently evaluated negatively in all three datasets, as impacting not only activities that require strong cognitive involvement, but also a wide range of ordinary activities. Differences in the representation of the symptom of inattention are explained by the pragmatic functions of the three textual genres examined.

Al-Islam and Kemuhammadiyahan Learning Based on Religious Moderation in Multicultural Campus

This research explores the application of Al-Islam and Kemuhamadiyahan learning based on religious moderation. This research uses a qualitative approach with a case study type of research. Data collection by observing, interviewing and documenting. Data analysis using the interactive model popularized by Miles and Huberman includes data condensation, presenting data and drawing conclusions. Testing the validity of the data using triangulation techniques: time triangulation, source triangulation, method triangulation, and investigator triangulation. So, this research found that implementing Al-Islam and Muhammadiyah learning was based on religious moderation. The results of this research are that implementing AI-Islam and Kemuhamadiyahan learning based on religious moderation is generally carried out with two types of knowledge, namely learning in and outside the classroom. Classroom learning by implementing AIK education guidelines at PTMA and AIK Multicultural. Meanwhile, activities outside the school are integrated with campus activities, namely Matras, Muhammadiyah Student Association (IMM), Tapak Suci (TS), Christian Student Association (PMK), seminars, field studies, mabit activities and seminars. The AI-Islam and Kemuhamadiyahan learning model based on religious moderation is one form of operationalization of the ultimate goal of Islamic education, namely empowering humans.

Promotion Criteria for Medical Educators: Are We Climbing a Ladder with Invisible Rungs?

ObjectiveIn 2006 the Association of American Medical Colleges recommended standardization of documentation of the contributions of medical educators and guidelines for their academic promotion. The authors characterized current United States (US) medical school promotion guidelines for medical educators. MethodsAuthors collected publicly available data from medical school promotion websites from March through July 2022 after determining categories by traditional-set domains as well as peer-reviewed standards. Extracted data were analyzed using descriptive and inferential statistics, and frequencies were calculated for nominal and categorical data. ResultsOf 155 medical schools identified, promotion criteria were publicly available for 143 (92%) schools. Ninety-one (64%) schools identified a distinct educator track. Of those with a defined educator track, 44 (48%) schools consider workshops or other media when evaluating candidates for promotion, and only 52 (57%) of schools with a specified educational track require additional documentation of teaching or education as part of their promotion process. Notably, 34 (37%) of the 91 schools with an educator track specifically require an Educational Portfolio, compared to 27 (52%) of the 52 schools that do not have a specific educator track for promotion. ConclusionThis study describes the current lack of clarity and consistency of the promotion criteria for medical educators and indicates that the guidelines proposed by the Association of American Medical Colleges over 15 years ago have not been widely adopted. These data amplify previous calls for a more objective set of criteria for evaluating and recognizing the contributions of medical educators.

What neuro-otology specialists need for better care of dizzy patients: a national survey.

A substantial fraction of dizzy patients are assessed by neurologists and ear-nose-throat (ENT) physicians. With the differential diagnosis being broad and often different specialties involved, we aimed to assess the interaction with generalists from the specialists' perspective to identify limitations and needs and to define strategies for improvement in patient care and education by the specialist. One hundred eleven board-certified neurologists (n = 62) and ENT physicians (n = 49) working in Switzerland participated in an online survey. Here, we focused on limitations faced in the diagnostic workup and treatment of the dizzy patient and potential strategies to improve the standard of care and the interaction between generalists and specialists. Descriptive statistical analyses were performed. We hypothesized that those specialists applying modern concepts in history-taking and bedside examination techniques reach a specific diagnosis more often and request fewer referrals. Specialists indicated higher confidence in reaching a specific diagnosis for patients presenting with acute dizziness than episodic/chronic dizziness (80% vs. 60%) at the first consultation. Knowledge of the timing-and-trigger concept [odds ratio (OR) = 0.81 (0.67-0.98), p = 0.034], as well as of subtle oculomotor/vestibular signs [OR = 0.80 (0.68-0.94), p = 0.007] was predictive of the self-reported probability of reaching a specific diagnosis in patients with episodic/chronic dizziness, while no such differences were observed in the care of acutely dizzy patients. Further referrals of acutely dizzy patients were significantly higher in neurologists than in ENT physicians (17% vs. 10%, p < 0.001) and in specialists located in the Latin part of Switzerland [OR = 2.84 (1.63-4.93), p < 0.001], while this was not the case for patients with episodic/chronic dizziness. Identified unmet needs included regular communication between physicians (27%/53%; always/often true) and sufficiently detailed information on the previous workup from the referrals (27%/53%). Specialists expressed most interest in hands-on courses/workshops, webinars, and practical guidelines for education. In our survey, bedside state-of-the-art assessments were key in reducing the fraction of unclear dizzy cases. Several gaps were identified that should be addressed. Specifically, referring physicians should provide more comprehensive details regarding urgency, prior diagnostics, and treatment. Specifically, when promoting the knowledge of neurologists and ENT physicians, this should be preferentially done by offering a combination of hands-on courses and webinars.

Domestic Study Abroad Offers Advantages Without the High Cost: Leveraging Diversity in the U.S.

ABSTRACT While the benefits of short-term study abroad programs are well documented, especially with respect to enhancing cross-cultural competency in the participants, fewer than one percent of college students in the U.S. benefit from this experience. The principal barriers to studying abroad are actual and opportunity costs and its perceived worth. An alternative model is presented here in which the culturally-diverse, internationally-oriented megacities of North America – New York, Miami, Los Angeles, and Houston, among others – can serve as domestic alternatives where a curated set of experiences and learning opportunities can provide educational outcomes akin to those obtained through traditional study abroad programs, at a substantially lower cost to a larger and more diverse student body. A case study, that is easily replicable, is showcased. Limitations of this pedagogical alternative and guidelines for instructors are discussed.

Teaching at the intersection of science and society: An activity on healthcare disparities.

Understanding the relationship between science and society is an objective of science education and is included as a core competency in the AAAS Vision and Change guidelines for biology education. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of biology and society. By including these topics in biology coursework, instructors can challenge damaging ideologies and systemic inequalities that have influenced science, such as biological essentialism and health disparities. Specifically, an ideologically aware curriculum highlights how ideologies and paradigms shape our biological knowledge base and the application of that knowledge. Ideologically aware lessons emphasize the relationship between science and society with an aim to create more transparent, scientifically accurate, and inclusive postsecondary biology classrooms. Here we expand upon our ideologically aware curriculum with a new activity that challenges undergraduate biology students to consider the impacts of healthcare disparities. This lesson allows instructors to directly address systemic inequalities and allows students to connect biomedical sciences to real-world issues. Implementing an ideologically aware curriculum enables students to challenge prevailing worldviews and better address societal problems that lead to exclusion and oppression.

Mitigating vulnerabilities with social media: A cross‐national study of European disaster managers' practices

AbstractIn this article, we provide an overview of the ways in which disaster managers in eight European countries use social media to mitigate people's vulnerability to hazards. Our document analysis and 95 expert interviews in Germany, Italy, Belgium, Sweden, Hungary, Finland, Norway, and Estonia revealed six distinct institutional social media practices that may reduce disaster vulnerability: sharing educational guidelines, informing and warning the public, identifying citizens' concerns, identifying missing persons, sharing guidelines during disaster, and organizing volunteers. We discuss how these practices could affect people's ability to access, understand, and react adequately to information about risks and hazards. Our findings can be used to improve guidelines for official crisis communication on social media and demonstrate the value of using social media in disaster risk reduction.

Which Theory of Cerebrospinal Fluid Production and Absorption Do Neurosurgeons Teach to Medical Students? Survey from Medical Universities in Japan, 2022.

Several new studies have been conducted on cerebrospinal fluid (CSF) dynamics. Our educational guidelines, the Model Core Curriculum for Medical University, recommend access to the best current information. However, we do not know whether or when to introduce changes to this concept.We surveyed which theory of CSF dynamics taught to students by neurosurgeons. The old theory is the bulk flow theory, and the new theory explains that CSF is produced from the choroid plexus and capillaries; CSF then pulsates and drains into the venous and lymphatic systems through newly discovered pathways.Old and new theories were taught to 64.8% and 27.0% of students, respectively. The reason for teaching the old theory was to help them understand the pathogenesis of noncommunicating hydrocephalus (77.1%), whereas the reason for teaching the new theory was to teach the latest knowledge (40.0%). Physicians who wished to teach the new theory in the near future accounted for 47.3%, which was higher than those who would teach the new theory in 2022 (27.0%), and those who still wished to teach the old theory in the near future accounted for 43.2%.An education policy on CSF dynamics will be established when we interpret ventricular enlargement and its improvement by third ventriculostomy in noncommunicating hydrocephalus based on the new theory. The distributed answers in the survey shared that it is difficult to teach about CSF dynamics and provided an opportunity to discuss these issues.

Reforming Design Education in India: Towards its Effective Utilization for National Prosperity

Design education is today fundamental to national prosperity. It is now considered a critical element of innovation strategy. Design education in India has witnessed exponential growth over the last fifteen years. The country’s young population is now open to exploring alternate careers and design has today emerged as a much-needed option for them. From only a handful of design institutes in the country until about 2004, many new design institutes have been created in the last one and a half decades. This trend is expected to continue. As design education expands in the country, efficiencies will have to be developed and maintained to uphold standards of quality. A variety of different programs with many variables involved - institutional approaches, curriculum, area of specialization, student-faculty ratio, graduate profile, etc. creates a sense of confusion among all its stakeholders. Over and above these, there is now a growing sense of dissatisfaction among industry about the skills and capabilities of the upcoming graduates of these design schools. The curriculum needs to be revised and updated to meet the expectations of the new-age digital and innovation economy. There is an urgent need to develop a broad framework and guidelines for design education in the country. Reforming and reinforcing design education would be the right beginning for India to maximize the benefits of design.

The need for stronger international support to integrate health and well-being and transform education: a perspective on developing countries.

The reciprocal relationship between education and health is well-established, emphasizing the need for integrating health, nutrition, and well-being components into educational sector planning. Despite widespread acknowledgment of this need, countries lack concrete measures to achieve this integration. We examine challenges that countries have faced and the progress they have made in integrating these components into education sector plans and review the extent to which existing educational planning guidelines and tools address health and well-being. The review reveals a significant underrepresentation of health, well-being, and related themes in existing educational planning frameworks. Recent tools and frameworks developed to support a more holistic approach to education have not yet been widely adopted in standard education sector planning processes. The implementation of such approaches remains inconsistent, with significant barriers including limited cross-sectoral collaboration, lack of capacity, and insufficient funding, among others. Addressing these gaps requires improved guidance, technical support, and a multisectoral approach to education planning that includes health, nutrition, and well-being as fundamental components of foundational learning, supported by political commitment, capacity, and adequate financing.

Parental Influence on Teenage Pregnancy among Secondary School Students in Tharaka Nithi County, Kenya

Education is a fundamental right that should be accessible to all members of the society. However, one of the major contemporary social problem confronting most African Countries in the world is the Teenage Pregnancy. Teenage pregnancy limits girls’ access to higher education in developed and developing countries. Teenage parenthood and pregnancy during adolescence are risk factors for school dropout. Despite the numerous interventions put in place to address the challenge of teenage pregnancy among secondary school students, this problem continues witnessed in Kenyan secondary schools, particularly in Tharaka Nithi County. The low effectiveness in combating teenage pregnancy can be attributed to many factors among them parental influence. Therefore, the purpose of this study was to investigate parental influence on teenage pregnancy among secondary school students in Tharaka Nithi County. Descriptive research design adopted for the study. Data gathered from 15 secondary schools based on school categories using the Cluster sampling procedure. Clusters based on the school national ranking. The target population was 11,936 form three students in Public and Private secondary in schools in Tharaka Nithi, County. A sample size of 410 respondents comprising 30 teachers, and 380 students (300 girls and 80 boys) used. The instruments for data collection used were structured questionnaires and personal interviews. Pilot testing done in two schools in Meru County. The overall reliability coefficient of instruments using Cronbach’s alpha yielded 0.754. Data were analysis by use of descriptive statistics (frequencies, percentages, and standard deviation) and inferential statistics (Chi-square). Data analysis undertaken with the help of the Statistical package for Social Sciences (SPSS) version 26.0 software. The study established that there is a strong positive significant influence of parental influence on teenage pregnancy among secondary school students in Tharaka Nithi County, Kenya. The study recommends that the National and Tharaka Nithi county governments should engage parents in workshops to train them on comprehensive sex education and provide them with educational materials and guidelines. The research findings of the present study can shed light on secondary schools administrators, the Ministry of education policymakers, teachers, parents, and other stakeholders on teenage pregnancy among secondary schools in Tharaka Nithi County, Kenya. This knowledge can inform appropriate measures to mitigate the parental influence on teenage pregnancies. The findings of this study add to the body of knowledge and act as a basis for further research.